EMDR Therapy Interventions in Acute Trauma
Tracks
South Hall 3 (A + B) | Room 3
| Saturday, May 31, 2025 |
| 9:00 - 10:00 |
Speaker
Mrs. Zuzana Cepelikova
Clinic psychologist
EMDR Czech Republic
Heart to Heart: Group EMDR Support in Emergencies
9:00 - 9:30Abstract
Authors
PhDr et Mgr. Zuzana Cepelikova1,2,3
1Assistant Professor, 1st Medical Faculty, General Hospital, Prague, Czech Republic
2Head Psychologist, Department of Palliative Medicine, General Hospital, Prague, Czech Republic
3Head of the Czech Institute for Psychotraumatology and EMDR
Background and Aims
Emergencies such as natural disasters and mass attacks impose significant psychological burdens, often leading to PTSD. For instance, a study on the Norwegian shooting attack reported PTSD rates six times higher than in the general population. Recent events in the Czech Republic, including the Moravian tornado (2021), the Faculty of Arts shooting (2023), and the floods (2024), underscore the urgent need for targeted interventions to prevent long-term emotional and psychological challenges. EMDR therapy has proven effective in addressing trauma at both individual and group levels, benefiting adults and children and facilitating community-level
interventions.
Methods
This workshop explores the use of EMDR techniques (ASSYST, IGTP-OTS, and resource-focused protocols) in large-group crisis interventions (80–150 participants). It highlights neurobiological principles that foster self-regulation and safety, with a special focus on supporting children and families in affected areas. Practical demonstrations will showcase methods for organizing group interventions and addressing the needs of vulnerable populations.
Outcomes
The workshop will share findings illustrating how EMDR-based group interventions enhance psychological stability, resilience, and recovery for individuals and communities affected by crises.
Conclusions
Incorporating EMDR techniques into crisis management is vital for trauma processing, resilience building, and community recovery.
3 Learning objectives
1. Learn to apply EMDR techniques in group crisis interventions.
2. Understand how neurobiological principles support self-regulation and psychological stability.
3. Develop strategies to foster resilience and recovery in crisis-affected communities through group interventions.
PhDr et Mgr. Zuzana Cepelikova1,2,3
1Assistant Professor, 1st Medical Faculty, General Hospital, Prague, Czech Republic
2Head Psychologist, Department of Palliative Medicine, General Hospital, Prague, Czech Republic
3Head of the Czech Institute for Psychotraumatology and EMDR
Background and Aims
Emergencies such as natural disasters and mass attacks impose significant psychological burdens, often leading to PTSD. For instance, a study on the Norwegian shooting attack reported PTSD rates six times higher than in the general population. Recent events in the Czech Republic, including the Moravian tornado (2021), the Faculty of Arts shooting (2023), and the floods (2024), underscore the urgent need for targeted interventions to prevent long-term emotional and psychological challenges. EMDR therapy has proven effective in addressing trauma at both individual and group levels, benefiting adults and children and facilitating community-level
interventions.
Methods
This workshop explores the use of EMDR techniques (ASSYST, IGTP-OTS, and resource-focused protocols) in large-group crisis interventions (80–150 participants). It highlights neurobiological principles that foster self-regulation and safety, with a special focus on supporting children and families in affected areas. Practical demonstrations will showcase methods for organizing group interventions and addressing the needs of vulnerable populations.
Outcomes
The workshop will share findings illustrating how EMDR-based group interventions enhance psychological stability, resilience, and recovery for individuals and communities affected by crises.
Conclusions
Incorporating EMDR techniques into crisis management is vital for trauma processing, resilience building, and community recovery.
3 Learning objectives
1. Learn to apply EMDR techniques in group crisis interventions.
2. Understand how neurobiological principles support self-regulation and psychological stability.
3. Develop strategies to foster resilience and recovery in crisis-affected communities through group interventions.
Mr. Steve Beatty
Validation of Measures and Effectiveness of Immediate Stabilization Procedure (ISP®) Training and Predictors
9:30 - 10:00Abstract
Authors
Steve Beatty1,
Dr. Olya Zaporozhets 1,
Dr.Lisa Compton1,
Dr.Gary Quinn2
1 Regent University,1000 Regent University Drive, Virginia Beach, VA, 23464, USA
2EMDR Institute of Israel,Naomi St, Jerusalem, 91904, Israel
Background and Aims
ISP® is a safe, simple, effective, and timely psychological stabilization intervention designed to reduce psychological distress levels, without the risk of retraumatization [1]. This quantitative study assesses the effectiveness of the Immediate Stabilization Procedure (ISP®) training and practicum course by assessing outcome knowledge and self-efficacy scores to administer ISP®, and the degree that participant education, occupational experience, and age predict the outcome results of these constructs. Due to the novelty of ISP®, measures to assess knowledge and self-efficacy have not existed and were therefore needed to be constructed and analyzed [2]. Data collected from 40 mental health practitioners and 40 first responders following the training course were subsequently analyzed to develop the measures and substantiate the effectiveness of training using applicable quantitative assessments.
Methods
The study aimed to determine the effectiveness of the Immediate Stabilization Procedure (ISP®) training and practicum course by measuring participants’ outcome results of knowledge and self-efficacy constructs associated with the administration of ISP® and to determine the degree of education, occupational experience, and age predict measured results of these constructs. An equal number of participants from two occupational groups, mental health practitioners (n = 40) and first responders (n = 40), were selected. Each group received the same standard ISP® training and practicum course presentation and format. Two new instruments, ISP-EA and ISPSES were constructed to measure knowledge and self-efficacy constructs, respectively. Prior to (pre-test) and following completion (post-test) of the training course, knowledge and selfefficacy scores were obtained using the ISP-EA-25 and ISP-SES-25. The ISP® training and practicum course served as the intervention for the study. Eligibility of participants required United States based adults (> 18, but < 75 years of age), males and females (biologically assigned at birth), consisting of Mental Health Practitioners who have graduated with a master’s degree in the mental health field and were in active practice pursuing, or already had, professional licensing (psychologists, licensed professional counselors, and social workers) and First Responders (emergency medical technicians/services (EMT/EMS), firefighters, police officers, nurses, and trained disaster responders), who were actively employed in their respective occupations. Rasch Rating Scale Analysis (RSA) method and methodology was used to construct and assess the applicability of the ISP-EA and ISP-SES instruments to measure knowledge and self-efficacy related to ISP® and its administration [3]. Paired-samples t-tests were used to determine if a statistically significant mean difference existed between the initial results and final results for all participants.
A multiple regression analysis was conducted to determine to what degree education, occupational experience, or age predict the ISP-EA and ISP-SES scores
Results
1. The optimized subsets of ISP-EA and ISP-SES items produced meaningful, theoretically consistent linear progression of assessment that can confidently be used to assess participant outcome levels of knowledge and self-efficacy following completion of the ISP® training and practicum course
2. A statistically significant mean difference exists between the initial results and final results for all participants, and between the individual groups based on education (mental health practitioners vs first responders). See Figure 1 and 2.
3. None of the three variables (education, experience, or age) were statistically significantly different than 0 (zero) to the model prediction, p > .05. Education (MHP vs FR), experience, or age are variables that are not able to predict ISP® training and practicum effectiveness based on post training results.
Conclusions
1. The ISP-EA and ISP-SES measure the constructs they were designed for, knowledge and self-efficacy, respectively.
2. The ISP® training and practicum course is effective as determined by outcome-based measurements of participant knowledge and self-efficacy results.
3. Educational background (mental health practitioner, first responder), occupational experience, or age had no significant effect on predicting outcome-based results implying they are not factors influencing participant knowledge or self-efficacy to effectively be trained in ISP administration.
Learning objectives
1. Understand the need to provide outcome-based evidence of training course effectiveness and how to evaluate based on (i) knowledge, (ii) self-efficacy, and (iii) observed proficiency of learned skills.
2. Demonstration of method and methodology used to construct and statistically assess measures used in behavioral health training courses.
3. How and why ISP® is an effective stabilization intervention that should be a core competency of mental health practitioners and first responders.
References
[1] Beatty, S., Moore-Felton, M. S., Zaporozhets, O., & Quinn, G. (2024). Effectiveness of Immediate Stabilization Procedure (ISP®) Associated with Wartime Events. International Journal for the Advancement
of Counselling, 46(1), 40–59. https://doi.org/10.1007/s10447-023-09531-2
[2] Boone, W. J. (2013). Rasch analysis in the human sciences. Springer Berlin Heidelberg.
[3] Bond, T. G., Yan, Z., & Heene, M. (2021). Applying the Rasch model: Fundamental measurement in the human sciences (Fourth edition). Routledge Taylor & Francis Group.
Steve Beatty1,
Dr. Olya Zaporozhets 1,
Dr.Lisa Compton1,
Dr.Gary Quinn2
1 Regent University,1000 Regent University Drive, Virginia Beach, VA, 23464, USA
2EMDR Institute of Israel,Naomi St, Jerusalem, 91904, Israel
Background and Aims
ISP® is a safe, simple, effective, and timely psychological stabilization intervention designed to reduce psychological distress levels, without the risk of retraumatization [1]. This quantitative study assesses the effectiveness of the Immediate Stabilization Procedure (ISP®) training and practicum course by assessing outcome knowledge and self-efficacy scores to administer ISP®, and the degree that participant education, occupational experience, and age predict the outcome results of these constructs. Due to the novelty of ISP®, measures to assess knowledge and self-efficacy have not existed and were therefore needed to be constructed and analyzed [2]. Data collected from 40 mental health practitioners and 40 first responders following the training course were subsequently analyzed to develop the measures and substantiate the effectiveness of training using applicable quantitative assessments.
Methods
The study aimed to determine the effectiveness of the Immediate Stabilization Procedure (ISP®) training and practicum course by measuring participants’ outcome results of knowledge and self-efficacy constructs associated with the administration of ISP® and to determine the degree of education, occupational experience, and age predict measured results of these constructs. An equal number of participants from two occupational groups, mental health practitioners (n = 40) and first responders (n = 40), were selected. Each group received the same standard ISP® training and practicum course presentation and format. Two new instruments, ISP-EA and ISPSES were constructed to measure knowledge and self-efficacy constructs, respectively. Prior to (pre-test) and following completion (post-test) of the training course, knowledge and selfefficacy scores were obtained using the ISP-EA-25 and ISP-SES-25. The ISP® training and practicum course served as the intervention for the study. Eligibility of participants required United States based adults (> 18, but < 75 years of age), males and females (biologically assigned at birth), consisting of Mental Health Practitioners who have graduated with a master’s degree in the mental health field and were in active practice pursuing, or already had, professional licensing (psychologists, licensed professional counselors, and social workers) and First Responders (emergency medical technicians/services (EMT/EMS), firefighters, police officers, nurses, and trained disaster responders), who were actively employed in their respective occupations. Rasch Rating Scale Analysis (RSA) method and methodology was used to construct and assess the applicability of the ISP-EA and ISP-SES instruments to measure knowledge and self-efficacy related to ISP® and its administration [3]. Paired-samples t-tests were used to determine if a statistically significant mean difference existed between the initial results and final results for all participants.
A multiple regression analysis was conducted to determine to what degree education, occupational experience, or age predict the ISP-EA and ISP-SES scores
Results
1. The optimized subsets of ISP-EA and ISP-SES items produced meaningful, theoretically consistent linear progression of assessment that can confidently be used to assess participant outcome levels of knowledge and self-efficacy following completion of the ISP® training and practicum course
2. A statistically significant mean difference exists between the initial results and final results for all participants, and between the individual groups based on education (mental health practitioners vs first responders). See Figure 1 and 2.
3. None of the three variables (education, experience, or age) were statistically significantly different than 0 (zero) to the model prediction, p > .05. Education (MHP vs FR), experience, or age are variables that are not able to predict ISP® training and practicum effectiveness based on post training results.
Conclusions
1. The ISP-EA and ISP-SES measure the constructs they were designed for, knowledge and self-efficacy, respectively.
2. The ISP® training and practicum course is effective as determined by outcome-based measurements of participant knowledge and self-efficacy results.
3. Educational background (mental health practitioner, first responder), occupational experience, or age had no significant effect on predicting outcome-based results implying they are not factors influencing participant knowledge or self-efficacy to effectively be trained in ISP administration.
Learning objectives
1. Understand the need to provide outcome-based evidence of training course effectiveness and how to evaluate based on (i) knowledge, (ii) self-efficacy, and (iii) observed proficiency of learned skills.
2. Demonstration of method and methodology used to construct and statistically assess measures used in behavioral health training courses.
3. How and why ISP® is an effective stabilization intervention that should be a core competency of mental health practitioners and first responders.
References
[1] Beatty, S., Moore-Felton, M. S., Zaporozhets, O., & Quinn, G. (2024). Effectiveness of Immediate Stabilization Procedure (ISP®) Associated with Wartime Events. International Journal for the Advancement
of Counselling, 46(1), 40–59. https://doi.org/10.1007/s10447-023-09531-2
[2] Boone, W. J. (2013). Rasch analysis in the human sciences. Springer Berlin Heidelberg.
[3] Bond, T. G., Yan, Z., & Heene, M. (2021). Applying the Rasch model: Fundamental measurement in the human sciences (Fourth edition). Routledge Taylor & Francis Group.
